실과교육에서 Co-op Jigsaw 협동학습이 과제수행능력에 미치는 효과

The Effect of Co-op Jigsaw Learning on the Student’s Task Performance Ability in the Practical Arts Education

The purpose for conducting this study was to determine the effect of Co-op Jigsaw learning approach on the students’ task performance ability. Two classes of sixth grade students (N = 68) from Dang-Ha elementary school were involved in this study. One class was instructed using a Co-op Jigsaw learning approach and used as an experimental group. The other class was exposed to a traditional approach and used as a control group. This experiment was conducted for five weeks between 9. 16 and 10. 17 in 2003 and a lesson ‘My life to preserve an environment’ was extracted from the textbook in practical arts education. This study was designed using Pretest-Posttest control group design and T-Test and SPSSWIN program were used to analyze the data. A number of findings emerged from the data of this study as follows. First, the experimental group instructed with Co-op Jigsaw learning approach displayed higher score on task performance ability test than the control group. Second, the experimental group instructed with Co-op Jigsaw learning approach displayed higher score on test in terms of the subordinate elements of task performance ability; data collection ability, planning ability to solve problems, performance ability to solve problems, and problem assessment ability. This result proves that the use of Co-op Jigsaw learning approach had a positive effect upon the ability or data collection, planning to solve problems, task performance ability, task assessment ability. This study has an implication for the direction of the future research could take. First, to maximize the effectiveness of the cooperation instruction approach, an exhaustive arrangement of the class design should be assumed. Namely, teachers should be fully aware of curriculum and construct it to catch up with learner’s needs. Additionally, in school environment, various information and reference materials related to school curriculum need to be provided to learners and the classroom environment should be constructed so that learners can solve their problems by themselves.